The findings are consistent with past studies that used the visual rhyme judgement paradigm and suggest that literacy experience acquired over time relating to orthographic transparency may influence performance on phonological awareness tasks.Īn important question in the research on reading is how the orthographic properties of languages affect the processes that underlie visual word recognition, which involves making associations between orthography and phonology (e.g., Patterson et al., 1996). Subjects whose languages consisted of half or more opaque orthographies performed significantly better than subjects who knew more transparent orthographies than opaque orthographies. Results showed that all groups had poorer performance in the two opaque conditions: rhyming pairs with different orthographic endings and non-rhyming pairs with similar orthographic endings, with the latter posing the greatest difficulty. The first group consisted of 45 multilinguals literate in English and a transparent Latin orthography like Malay the second group consisted of 45 multilinguals literate in English and transparent orthographies like Malay and Arabic and the third group consisted of 45 multilinguals literate in English, transparent orthographies, and Mandarin Chinese, an opaque orthography. Using a visual rhyme judgement task in English, we assessed phonological processing in three multilingual and multiliterate populations who were distinguished by the transparency of the orthographies they can read in ( N = 135 ages 18–40). This study investigated the influence of multiliteracy in opaque orthographies on phonological awareness.
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